The Stark County Democrat. [volume] (Canton, Ohio) 1833-1912, 1887-04-28
sALRM PUBLIC SCHOOLS.

Prof. g. N. Csrruthers, Superinten-
dent Of the Salem schools, has favored
MS with his annual report for the year
ending June 11tb, 1885.
Prof. Carruthers. accounts for the fact
that 30 few boys take the High School
course by saying the course is four years
and is too long. In Akron, SteubenVille,
Xenia and Wooster the course is three
years, one In Latin and .One in English.
We extract some valuable remarks I'M
d the head Of
STUDIES CLASSIFIED.
All school studies may be divided into
three classes. 1st, those branches which
axe the instruments Of getting knOwl-
edge. They include reading, language,
spelling aud writing. and are presented
fFst In each years work. 81 class, the
knowledge giving branches, such as
arithmetic, geography, history, natural
science. And lastly, the studies for dis.
ciDline, such as English grammar, as Q
science, is supposed 20 be. OF course, the
instrumental branches must first re-
ceive attention. They may all be classed
under the name Of language culture.
For reading, speaking, spelling, writing
are but 80 many forms Of language, oral
and written. "There can be 40 thought
without language, nor language with
ont thought" Hence language studies
b uld receive special ttentlCn during
the whole school life, and especially
during the first three or four years Of it.
During these years, II properly taught,
these instrumental studies should be
pretty we'll mastered; but there would
not bs much time or strength left for
any other studies, except some oral ex
eFcises In numbers and natural science,
introduced more as relief than as
regular branches Of study.
But when these branches are mastered
they should be used, for that is why 80
many years of study have been RivSn n to
them. They should not be always learn
ing to read, but should read. TIE young
learner should not always be drilled In
reading In the endless series Of scrap
book readers. He should begin 10 read
books that are books. He should read
them for the thought and inspiration
that ie In them. He should read them
with some expression, because he is in
terested In the thought. He should be
trained In the use Of the language he
has been acquiring. to express his
thoughts and feelings orally and In
writing. The practice is either to read
the scrap book school readers through
the entire course, or In the main to drop
the subject Of reading altogether. Both
are fatal mistakes. A love of reading
good books must be developed In the
school rooms. II can not be deferred.
The young must be trained to know the
difference between good book OK bad
one by his teacher. The unguided
youth, with the perversity Of nature,
will more likely take +, tie had book
than the good. Better he had never
learned to read, unless this tremendous
power for good or evil be directed In the
right channel. Entertaining these
views, l would emphasize training In
reading, speaking and writing In Eng
liah above all other school exercises
They will go through life. They will
make life. They are not laid aside, as
most other school exercises are, at the
close Of school life.
That teacher does my child the great.
est and most lasting service who de-
vel0ps In him a love for good reading,
and establishes In him the habit of such
READING. Who hBe not been pained and
grieved while listening 70 the reading